Thinking About Psychology The Science of Mind and Behavior 3e Charles T. Blair-Broeker & Randal M. Ernst PowerPoint Presentation Slides by Kent Korek Germantown High School Worth Publishers, © 2012

Development and Learning Domain

Life-Span Development

Module 12 Adolescence

Module Overview What is Adolescence? Physical Development in Adolescence Cognitive Development in Adolescence Social Development in Adolescence Three Key Developmental Issues Click on the any of the above hyperlinks to go to that section in the presentation.

What is Adolescence? Module 12: Adolescence

Adolescence The transition period from childhood to adulthood, extended from puberty to independence. Starts with sexual maturation Has changed over the past century

Adolescence

Physical Development in Adolescence Module 12: Adolescence

Puberty The period of sexual maturation during which a person becomes capable of reproducing. Starts at approximately age 11 in females and age 13 in males Major growth spurt

Physical Development

Primary Sex Characteristics The reproductive organs ovaries in females testes in males external genitalia. Menarche – beginning of menstruation

Secondary Sex Characteristics Nonreproductive sexual characteristics, such as breasts and hip development in females voice quality and facial hair in males.

Sexual Characteristics

Sexual Orientation Enduring sexual attraction toward people of the other gender (heterosexuality), or one’s own gender (homosexuality). One’s attraction toward people of a particular gender Usually heterosexual or homosexual; small minority bisexual

Heterosexual A sexual orientation in which a person is attracted to members of the opposite sex “straight”

Homosexual A sexual orientation in which a person is attracted to members of the same sex Approximately 3-4% of the male population and 1-2% of the female population

Cognitive Development in Adolescence Module 12: Adolescence

Cognitive Development in Adolescence: Reasoning Module 12: Adolescence

Jean Piaget (pee-ah-ZHAY) Pioneer in the study of developmental psychology who introduced a stage theory of cognitive development that led to a better understanding of children’s thought processes. Proposed a cognitive theory consisting of four stages

Formal Operational Stage Piaget’s fourth and final stage of cognitive development The person can think logically, hypothetically, and in the abstract Qualitative change over the thinking of a child

Cognitive Development in Adolescence: Morality Module 12: Adolescence

Lawrence Kohlberg (1927 – 1987) Created a three-stage theory of moral development.

Heinz Dilemma In Europe, a woman was near death from a very bad disease, a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging 10 times what the drug cost him to make. He paid $200 for the radium and charged $2000 for a small dose of the drug. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but he could get together only about $1000, which was half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said, “No, I discovered the drug and I’m going to make money from it.” Heinz got desperate and broke into the man’s store to steal the drug for his wife.

Preconventional Moral Reasoning Characterized by the desire to avoid punishment or gain reward Typically children under the age of 9 “Heinz was wrong to steal the drug because he might be put in jail.” “Heinz was right to steal the drug because he would then have the companionship of his wife longer.”

Lawrence Kohlberg Moral Development

Conventional Moral Reasoning Primary concern is to fit in and play the role of a good citizen and to follow the rules and laws. Typical of most adults “Heinz was wrong to steal the drug because stealing breaks the law.” “Heinz was right to steal the drug because most people would do what they must to protect a family member.”

Lawrence Kohlberg Moral Development

Postconventional Moral Reasoning Characterized by references to universal ethical principles that represent the rights or obligations of all people Most adults do not reach this level. “Heinz was wrong because everyone must respect the property of others, even the property of a selfish and greedy druggist.” “Heinz was justified because everyone has a right to live, and he was simply trying to help his wife stay alive.”

Lawrence Kohlberg Moral Development

Evaluating Kohlberg Kohlberg’s participants were all white males Individualism cultures Communal cultures Reasoning versus feelings

Social Development in Adolescence Module 12: Adolescence

Erik Erikson (1902 – 1994) Created an 8-stage theory of social development. Each stage has its own psychosocial, developmental task.

Social Development in Adolescence: Developing Identity Module 12: Adolescence

Identity One’s sense of self; according to Erikson, an adolescence task is to solidify a sense of self by testing and integrating various roles. A strong, consistent sense of who and what a person is

Developing Identity Identity search includes the following characteristics: Experimentation Rebellion “Self”-ishness Optimism and energy

Social Development in Adolescence: Developing Intimacy Module 12: Adolescence

Intimacy In Erikson’s theory, the ability to form close, loving, open relationships; a primary task in early adulthood. Not necessarily one’s spouse or a sexual relationship

Social Development in Adolescence: Independence From Family Module 12: Adolescence

Independence In Western cultures begins in childhood Primary attachment becomes one’s peers

Independence

Three Key Developmental Issues Module 12: Adolescence

Continuity and Stages How much of behavior is continuous and how much follows a more stage like development?

Stability and Change Which developmental traits remain stable over time, and which change?

Nature and Nurture How much of our behavior is due to nature and how much is due to nurture? How do nature and nurture interact in development?

The End

Teacher Information Types of Files Animation This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint. Animation Once again, to insure compatibility with all versions of Powerpoint, none of the slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible. Adding slides to this presentation Teachers are encouraged to adapt this presentation to their personal teaching style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.

Teacher Information Domain Coding Key Terms and Definitions in Red Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA National Standards. Scientific Inquiry Domain Biopsychology Domain Development and Learning Domain Social Context Domain Cognition Domain Individual Variation Domain Applications of Psychological Science Domain Key Terms and Definitions in Red To emphasize their importance, all key terms from the text and their definitions are printed in red. To maintain consistency, the definitions on the Powerpoint slides are identical to those in the textbook.

Teacher Information Hyperlink Slides - Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection. Continuity slides - Throughout this presentations there are slides, usually of graphics or tables, that build on one another. These are included for three purposes. By presenting information in small chunks, students will find it easier to process and remember the concepts. By continually changing slides, students will stay interested in the presentation. To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides. Please feel free to contact me at korek@germantown.k12.wi.us with any questions, concerns, suggestions, etc. regarding these presentations. Kent Korek Germantown High School Germantown, WI 53022

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